题文

任务型阅读。

The relationship between student and teacher is less formal (正式的) in the U.S. than in many other countries, especially at the college level. (1) 当老师走进教室时, 学生不必起立. Students are generally encouraged to ask questions during class, to go to the teacher's office for help after class, and to phone if they can't go to school and need help with their lessons. (2) Most teachers allow students to enter class late or leave early, if necessary. (3) However, students are still asked to be _____ to their teachers and classmates and to be _____ during a test. When the teacher or a student is speaking to the class, it's rude to talk to another classmate, even in a low voice. When a test is being given, talking to a classmate is not only rude but also wrong. In the eyes of most American teachers,  students who are talking to each other during a test are cheating (作弊).

1. 将(1)句译成英文。     __________________________________________________________ 2. 将(2)句译成中文。     __________________________________________________________ 3. 在(3)句的空白处分别填人一个适当的词使句意完整、上下文通顺。     _____ _____ 4. 在文中找出与下面句子意思相近的句子。     Most teachers think it is dishonest of students to talk about something when they are having an exam.     __________________________________________________________ 5. 在文中找出最能表达该短文主题的句子。     __________________________________________________________

题型：阅读理解  难度：中档

答案

1. The students needn't stand up when the teacher comes into the classroom. 2. 如果必要的话，多数老师允许学生迟到或早退。 3. polite, honest 4. In the eyes of most American teachers, students who are talking to each other during a test are cheating. 5. The relationship between student and teacher is less formal in the U. S. than in many other countries,     especially at the college level.

据专家权威分析，试题“任务型阅读。 The relationship between student and teacher is..”主要考查你对  科教类阅读  等考点的理解。关于这些考点的“档案”如下：

科教类阅读

考点名称：科教类阅读

• 科普类的阅读：
  科普类的阅读理解包含介绍科学知识、社会知识的短文。阅读这类短文时，要以事实为中心进行思考，抓住事物的特征、用途、相互关系等。
  如果是介绍社会现象的文章，要掌握所谈现象的内涵。

• 答题技巧：
  1. 加强整体意识，把握文章的主要内容。在阅读的时候可给段落标上序号，并给重要的句子和
     关键词做上记号，尤其是各段中心句，为答题提供更快捷更多的信息源。
  2. 审清题干，发觉和把握试题中有效的提示性信息，确认命题的角度、阅读范围和答题方式。
  3. 定位阅读，强化对应意识。同时要注意原文利用和自我加工相结合。